Critical survey of information technology use in higher education: blended classrooms

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dc.contributor.authorCronin, James G. R.
dc.contributor.authorMcMahon, John Paul
dc.contributor.authorWaldron, Michael
dc.contributor.editorPayne, Carla R.
dc.date.accessioned2011-03-07T13:47:56Z
dc.date.available2011-03-07T13:47:56Z
dc.date.issued2009-06
dc.date.updated2010-10-16T10:43:01Z
dc.description.abstractReception and use of information technology by lifelong learners within a 'blended' learning environment needs to be articulated within a constructivist paradigm.  Increasingly, the term reflective practice is appearing in the vocabulary of adult education discourse. Educators have become familiar with the concept of reflective practice through Donald Schön's writings. Schön's work is founded on a tradition of learning supported by Dewey, Lewin, and Piaget. As a learning group, lifelong learners are receptive to constructivist learning interventions where facilitated activities provide learners with opportunities to enact and collaboratively construct meaning as interventions unfold. This case study reviews learning enactments through an online discussion forum in an evening diploma in European Art History, University College Cork, Ireland.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationCronin, J.G.R., McMahon, J.P., Waldron, M., 2009. Critical survey of information technology use in higher education: blended classrooms. In: C. R. Payne, (ed.). Information technology and constructivism in higher education: progressive learning frameworks. Hershey PA : Information Science Reference. pp.203-215en
dc.identifier.doi10.4018/978-1-60566-654-9
dc.identifier.endpage215en
dc.identifier.isbn9781605666549
dc.identifier.isbn9781605666556
dc.identifier.startpage203en
dc.identifier.urihttps://hdl.handle.net/10468/241
dc.language.isoenen
dc.publisherInformation Science Referenceen
dc.relation.ispartofPayne, C. R. ed., 2009. Information technology and constructivism in higher education: progressive learning frameworks. Hershey PA : Information Science Reference.
dc.relation.urihttp://www.igi-global.com/bookstore/chapter.aspx?titleid=23497
dc.rightsThis chapter appears in Information technology and constructivism in higher education: progressive learning frameworks edited by Carla R. Payne. Copyright 2009, IGI Global, www.igi-global.com. Posted by permission of the publisher.en
dc.subjectConstructivist learning interventionsen
dc.subjectE-learningen
dc.subject.lcshEducation, Higher -- Effect of technological innovations onen
dc.subject.lcshArt, European -- History -- Study and teachingen
dc.subject.lcshContinuing education -- Ireland -- Case studiesen
dc.titleCritical survey of information technology use in higher education: blended classroomsen
dc.typeBook chapteren
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